Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.1 March, 2021; pg. 211 – 222 ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online) EFFECTS OF CO-OPERATIVE AND COMPETITIVE TEACHING STRATEGY ON STATISTICS ACHIEVEMENT OF STUDENTS... 211 EFFECTS OF CO-OPERATIVE AND COMPETITIVE TEACHING STRATEGY ON STATISTICS ACHIEVEMENT OF STUDENTS IN SECONDARY SCHOOLS IN GWAGWALADA, ABUJA, NIGERIA SUNDAY, A. O. Department of Science and Environmental Education, Faculty of Education, University of Abuja Phone No: + 2348036824287, e-mail: sunday.olanrewaju@uniabuja.edu.ng & OLAOYE, A. E. Department of Curriculum and Instructional Technology Federal College of Education Katsina Phone No: + 2347030505646, e-mail: olaoyeemmanuel4@gmail.com & AUDU, HAUWA Department of Primary Education Studies, School of Early Childhood and Primary Education, Federal College of Education Katsina Phone No: + 2348036264107, e-mail: hauwaauduedoh@gmail.com Abstract This study was set out to examine the effects of cooperative and competitive learning strategies on Statistics achievement of secondary school students in Gwagwalada, Abuja. The research adopted quasi-experimental control group design. Data was collected from a sample of students comprising 193 boys and 159 girls from two randomly selected senior secondary schools in Gwagwalada Area Council of the Federal Capital Territory. The schools were grouped into two experimental and one control groups. Cooperative and competitive learning strategies were used for the experimental groups while the control group was taught using the conventional method. A 50 item instrument called Statistics Achievement Test (SAT) developed by the researcher with a reliability coefficient of 0.88 using Kuder-Richardson formula 21 was used for data collection. Data collected were analyzed using descriptive statistics of mean and standard error for answering the research questions and One-way ANCOVA at coefficient alpha level of 0.05 for testing the hypotheses. The results showed that there was significant difference between the achievement of students taught with Cooperative and competitive learning strategies and their counterpart in